Dr Yelfiza | STKIP PGRI Sumatera Barat (original) (raw)
Papers by Dr Yelfiza
Abstrak Tujuan artikel ini untuk mencari perkembangan dari Interlanguage, khususnya keanekaragama... more Abstrak Tujuan artikel ini untuk mencari perkembangan dari Interlanguage, khususnya keanekaragaman sistem yang digunakan mahasiswa dalam berbicara yang disebabkan oleh markedness linguistiks. Data dikumpulkan dari partisipan ketika mereka tampil berpidato. Pidato direkam sehingga penulis bisa memutar kembali rekaman tersebut setelah penelitian. Partisipan dipilih berdasarkan siswa yang lebih baik demi kemudahan dalam mengumpulkan data. Penulis menganalisa 3 pidato yang di sampaikan oleh 3 partisipan. Untuk mengaji perkembangan Interlanguage dari mahasiswa yang kurang mampu cukup sulit, karena mereka menghasilkan bahasa tanpa pengetahuan bahasa Inggris. Oleh karena itu, tidak ada sistem yang baku yang ditemukan ketika mereka menghasilkan bahasa Inggris. Setelah mengumpulkan data dan menganalisanya, penulis menemukan bahwa perkembangan Interlanguage dipengaruhi oleh Markedness. Markedness bisa dibagi menjadi Marked (Bertanda) dan Unmarked (Tidak Bertanda) dan ini merupakan sumber dari kesulitan. Mahasiswa merangkai sistem bahasa Inggris mereka sendiri berdasarkan pada Markedness yang bisa mereka tentukan. Jika mereka tidak bisa melihat atau mendengar kan Markedness, mereka cenderung untuk membuat Overgeneralisasi. Abstract This article is proposed to find out the development of interlanguage, especially the variability of the system the students use in speaking caused by linguistic markedness. Data were collected from participants when they performed their speech. The speech was recorded so that the writer can replay it after the research. The participants were chosen from those who were conssidered better students for the sake of practicality in collecting the data. The writer analyzed 3 speeches spoken by three participants. To study interlanguage development of the poor students is quite difficult, because they produce the language without the knowlege of English. Therefore, there is no fixed system found when they produce English. Having collected the data and analyzed them, the writer found that interlanguage development is influenced by markedness. Markedness can be divided into marked and unmarked and it is one of the sources of difficulty. The students construct their own system of English based on the markedness they can identify. If they cannot see or listen to the markedness, they tend to make overgeneralization.
Abstrak Tujuan artikel ini untuk mencari perkembangan dari Interlanguage, khususnya keanekaragama... more Abstrak Tujuan artikel ini untuk mencari perkembangan dari Interlanguage, khususnya keanekaragaman sistem yang digunakan mahasiswa dalam berbicara yang disebabkan oleh markedness linguistiks. Data dikumpulkan dari partisipan ketika mereka tampil berpidato. Pidato direkam sehingga penulis bisa memutar kembali rekaman tersebut setelah penelitian. Partisipan dipilih berdasarkan siswa yang lebih baik demi kemudahan dalam mengumpulkan data. Penulis menganalisa 3 pidato yang di sampaikan oleh 3 partisipan. Untuk mengaji perkembangan Interlanguage dari mahasiswa yang kurang mampu cukup sulit, karena mereka menghasilkan bahasa tanpa pengetahuan bahasa Inggris. Oleh karena itu, tidak ada sistem yang baku yang ditemukan ketika mereka menghasilkan bahasa Inggris. Setelah mengumpulkan data dan menganalisanya, penulis menemukan bahwa perkembangan Interlanguage dipengaruhi oleh Markedness. Markedness bisa dibagi menjadi Marked (Bertanda) dan Unmarked (Tidak Bertanda) dan ini merupakan sumber dari kesulitan. Mahasiswa merangkai sistem bahasa Inggris mereka sendiri berdasarkan pada Markedness yang bisa mereka tentukan. Jika mereka tidak bisa melihat atau mendengar kan Markedness, mereka cenderung untuk membuat Overgeneralisasi. Abstract This article is proposed to find out the development of interlanguage, especially the variability of the system the students use in speaking caused by linguistic markedness. Data were collected from participants when they performed their speech. The speech was recorded so that the writer can replay it after the research. The participants were chosen from those who were conssidered better students for the sake of practicality in collecting the data. The writer analyzed 3 speeches spoken by three participants. To study interlanguage development of the poor students is quite difficult, because they produce the language without the knowlege of English. Therefore, there is no fixed system found when they produce English. Having collected the data and analyzed them, the writer found that interlanguage development is influenced by markedness. Markedness can be divided into marked and unmarked and it is one of the sources of difficulty. The students construct their own system of English based on the markedness they can identify. If they cannot see or listen to the markedness, they tend to make overgeneralization.
Abstract This article tries to view the standard of content and its application on KTSP. It is ai... more Abstract
This article tries to view the standard of content and its application on KTSP. It is aimed at
discussing whether the standard of content as well as the content offered on KTSP has met
requirements of an ideal curriculum. Therefore, the writer has reviewed some curriculum
theories and compared them with the content. Finally, she can draw some conclusions that 1) a
certain content is placed inappropriately under reading skill, 2) the proportion of skills is not
relevant to the students’ need at Junior High School, 3) some contents are repeatedly offered, and
finally, the focus on language, especially grammar and vocabulary is not clearly stated.
Therefore, it is suggested to the decision makers to revise some of the curriculum content, so
that, the curriculum can function as a guide for the teachers and serve the students’ need
Key words: standard, content, KTSP, curriculum,
Abstract This article discusses the new design of Grammar I syllabus, which is called integrated... more Abstract
This article discusses the new design of Grammar I syllabus, which is called integrated
syllabus. Commonly syllabus of Grammar is just focused on grammar itself but not integrated
with the real function of grammar. Learning Grammar without combining it with when and how
it is used in real context cannot help students much in developing their English skills. Therefore,
the teacher or lecturer needs to design a new syllabus by integrating some types of syllabus.
Considering the students’ need, the syllabuses that can be integrated in designing grammar
class are topical syllabus, skill based syllabus, task based syllabus, and structural syllabus.
Topical syllabus is providing the students with some information they need to be great teachers.
They need to understand the related texts and write what they can catch from the texts. The
classroom activities are created based on the tasks that the students should do in the class.
Finally, the students will be engaging in classroom activities to learn grammar.
![Research paper thumbnail of [pdf] 327048116_MODEL_PEMBELAJARAN_BAHASA_INGGRIS_DENGAN_WEB1.pdf](https://attachments.academia-assets.com/34453459/thumbnails/1.jpg)
](Conference Presentations by Dr Yelfiza
This study investigated thematic intertextuality used by lecturers in communicating learning task... more This study investigated thematic intertextuality used by lecturers in communicating learning task to Minangkabaunese students. It answered the questions about the types and its semantic relation to the text in which the intertextuality was used. The research method is qualitative research with content analysis. Participants included 6 lecturers who taught at English Department of Teachers College called STKIP PGRI in West Sumatera, Indonesia. The data were collected by recording their classroom discourse during the learning task. Finally, the data were analyzed by using (Mayring, 2014, p. 28), namely by transcribing the text into qualitative content analysis, categorizing the intertextuality deductively after describing the semantic similarities between the text and another text within a discourse. Having analyzed the data, the researchers found ten types of intertextuality made by the lecturers when communicating learning tasks to Minangkabaunese students. The intertextuality includes indirect reference, example, quotation, repetition, allusion, illustration, retelling, parody, translation, and conclusion. In addition, all types of intertextuality have semantic relation, except indirect reference. Based on the findings, conclusions can be drawn that the selection of intertextuality depends much on the lecturer's prior knowledge, experience, and their habit in communication; some types of intertextuality are functional and some others are dysfunctional in making the students understand and interested in the tasks.
Abstract This research studied types of strategies of politeness, which were used by the lecture... more Abstract
This research studied types of strategies of politeness, which were used by the lecturers when they interacted with their students in learning process. Qualitative method with the techniques of recording was used to gather the data. Informants were the lecturers of English department who taught at odd semester 2013/2014 academic year. Sampling technique was purposive sampling. Instruments of the research were video and questionnaire. Data were analyzed through the some procedures, as providing the data and organizing them, exploring them by coding, using the code to gain a general description and deciding theme, presenting the findings, interpreting, and validating. Findings can be interpreted that the types of politeness used by the lecturers are categorized into two general kinds, positive and negative strategies. The positive strategies include making the students comforted, being consistent, being responsible, being industrious, being appreciative, and being aware. However, the negative strategies include being angry, being inconsistent, being irresponsible, being unaware, and being inappreciative. All kinds of positive strategies are suggested to be used when interacting with the students in learning process. Conversely, the negative strategies are suggested not to be used, with the exception, when the students break norms.
Key words: strategies, politeness, interacting, learning, university
SUKABINA
Abstract Makalah ini mendiskusikan bahasa guru sebagai cerminan dari kecerdasan hati mereka. Penu... more Abstract
Makalah ini mendiskusikan bahasa guru sebagai cerminan dari kecerdasan hati mereka.
Penulis mendeskripsikan kecerdasan hati serta kaitannya dengan bahasa yang digunakan. Untuk
itu penulis mencoba menjawab pertanyaan tentang bagaimana guru seharusnya menggunakan
bahasa dalam berkomunikasi dengan siswa dan bagaimana refleksi kecerdasan hati pada bahasa
yang digunakan. Berdasarkan pandangan dan ide para ahli dalam memahami Alquran dan hadits
Rasulullah, penulis menyimpulkan bahwa guru sebagai pendidik merupakan model bagi siswa
untuk pembentukan karakter mereka. Contoh dan teladan siswa dapatkan bukan melalui katakata
yang disampaikan guru dengan ceramah, tetapi melalui aplikasi dalam kehidupan guru.
Bagaimana mereka berbicara dengan siswa dan sesama mereka merupakan realitas yang mudah
dipahami dan diinternalisasi oleh siswa. Penulis juga menyimpulkan bahwa bahasa teladan
adalah bahasa guru yang digunakan dengan mengikuti aturan-aturan dalam Islam baik
berdasarkan Alquran dan hadits, dan tidak bertentangan dengan aturan tersebut. Selajutnya,
karena bahasa tersebut digunakan dalam interaksi sosial, maka tujuan menggunakannya adalah
dalam rangka menjaga hubungan baik antar manusia.
Abstract This research studied about speech acts uttered by the English lecturers at STKIP, who t... more Abstract
This research studied about speech acts uttered by the English lecturers at STKIP, who
taught at the fifth semester at 2012 academic year. The researcher wanted to answer the
questions about kinds of speech acts used by the lecturers, and which speech acts that
supported language teaching. The method of the research was ethnomethodology.
Instruments of the research were video and notebook. The number of participants was six
lecturers. Sampling techniques was purposive sampling and data were analyzed by
descriptive analysis. Based on the data analysis, finding can be sated as follows. Speech acts
uttered by the lecturers can be categorized into eight types. They are asserting, announcing,
informing, questioning, commenting, clarifying, praising, and commanding. Kinds of speech
acts which were uttered were influenced by the lecturers’ culture. The more interactive
lecturers produced more speech acts. Otherwise, the less interactive lecturers produced less
speech acts. Finally, speech acts are categorized based on its benefits to the teaching
improvement. Some speech acts are judged effective but some others are not effective
Key words: Speech acts, English, lecturers, teaching, learning
1. INTRODUCTION Task is the central activity the students should do in learning a subject. It can... more 1. INTRODUCTION Task is the central activity the students should do in learning a subject. It can be done inside or outside the class. The form can be oral or written which is done by the students individually or in group. Eventhough the lecturer has communicated the learning tasks since the first meeting of a semester, she must communicate the task every meeting before and during the process of the task is going on. The communication is proposed to remind the students of the task they have done as well as the guidance for them to do a current task. Therefore, the process should meet the requirements for gaining the purpose. In the process of delivering the task, the discourse used by the lecturer is a determinant aspect in making the students ignited to do the task. If it is interesting and clear, the students will enjoy the task and can do it as expected. In other words, the more influential the discourse the lecturer can use, the more motivated they will do the task. In the writer's observation to some situations of learning process at STKIP PGRI Sumatera Barat, she found that most students were not interested in doing the task. In addition, they could not do the task maximally since they did not understand the task. As the effect, doing the task was not useful to make them acquire the subject. Due to the fact that the students could not do the task, the writer was encouraged to do a research about the discourse in social interaction, especially in classroom interaction. Since the task is communicated by the lecturer in classroom social interaction, to make the students understand the discourse, the lecturer needs to study some topics which are relevant to the discourse. Barton and Hamilton state that the concept of the literacy event provides a startingpoint for analyzing interaction. Meanwhile, the concept of literacy practice provides a way of relating these to broader cultural and structural formations (xxvii). This paper was focused only on literacy events used by lecturers in communicating learning tasks. In addition, she also studied domination of power in the discourse which might influence their enchantment in doing the task. The power relation carried out through the discourse is believed very urgent to the students' self
Abstrak Tujuan artikel ini untuk mencari perkembangan dari Interlanguage, khususnya keanekaragama... more Abstrak Tujuan artikel ini untuk mencari perkembangan dari Interlanguage, khususnya keanekaragaman sistem yang digunakan mahasiswa dalam berbicara yang disebabkan oleh markedness linguistiks. Data dikumpulkan dari partisipan ketika mereka tampil berpidato. Pidato direkam sehingga penulis bisa memutar kembali rekaman tersebut setelah penelitian. Partisipan dipilih berdasarkan siswa yang lebih baik demi kemudahan dalam mengumpulkan data. Penulis menganalisa 3 pidato yang di sampaikan oleh 3 partisipan. Untuk mengaji perkembangan Interlanguage dari mahasiswa yang kurang mampu cukup sulit, karena mereka menghasilkan bahasa tanpa pengetahuan bahasa Inggris. Oleh karena itu, tidak ada sistem yang baku yang ditemukan ketika mereka menghasilkan bahasa Inggris. Setelah mengumpulkan data dan menganalisanya, penulis menemukan bahwa perkembangan Interlanguage dipengaruhi oleh Markedness. Markedness bisa dibagi menjadi Marked (Bertanda) dan Unmarked (Tidak Bertanda) dan ini merupakan sumber dari kesulitan. Mahasiswa merangkai sistem bahasa Inggris mereka sendiri berdasarkan pada Markedness yang bisa mereka tentukan. Jika mereka tidak bisa melihat atau mendengar kan Markedness, mereka cenderung untuk membuat Overgeneralisasi. Abstract This article is proposed to find out the development of interlanguage, especially the variability of the system the students use in speaking caused by linguistic markedness. Data were collected from participants when they performed their speech. The speech was recorded so that the writer can replay it after the research. The participants were chosen from those who were conssidered better students for the sake of practicality in collecting the data. The writer analyzed 3 speeches spoken by three participants. To study interlanguage development of the poor students is quite difficult, because they produce the language without the knowlege of English. Therefore, there is no fixed system found when they produce English. Having collected the data and analyzed them, the writer found that interlanguage development is influenced by markedness. Markedness can be divided into marked and unmarked and it is one of the sources of difficulty. The students construct their own system of English based on the markedness they can identify. If they cannot see or listen to the markedness, they tend to make overgeneralization.
Abstrak Tujuan artikel ini untuk mencari perkembangan dari Interlanguage, khususnya keanekaragama... more Abstrak Tujuan artikel ini untuk mencari perkembangan dari Interlanguage, khususnya keanekaragaman sistem yang digunakan mahasiswa dalam berbicara yang disebabkan oleh markedness linguistiks. Data dikumpulkan dari partisipan ketika mereka tampil berpidato. Pidato direkam sehingga penulis bisa memutar kembali rekaman tersebut setelah penelitian. Partisipan dipilih berdasarkan siswa yang lebih baik demi kemudahan dalam mengumpulkan data. Penulis menganalisa 3 pidato yang di sampaikan oleh 3 partisipan. Untuk mengaji perkembangan Interlanguage dari mahasiswa yang kurang mampu cukup sulit, karena mereka menghasilkan bahasa tanpa pengetahuan bahasa Inggris. Oleh karena itu, tidak ada sistem yang baku yang ditemukan ketika mereka menghasilkan bahasa Inggris. Setelah mengumpulkan data dan menganalisanya, penulis menemukan bahwa perkembangan Interlanguage dipengaruhi oleh Markedness. Markedness bisa dibagi menjadi Marked (Bertanda) dan Unmarked (Tidak Bertanda) dan ini merupakan sumber dari kesulitan. Mahasiswa merangkai sistem bahasa Inggris mereka sendiri berdasarkan pada Markedness yang bisa mereka tentukan. Jika mereka tidak bisa melihat atau mendengar kan Markedness, mereka cenderung untuk membuat Overgeneralisasi. Abstract This article is proposed to find out the development of interlanguage, especially the variability of the system the students use in speaking caused by linguistic markedness. Data were collected from participants when they performed their speech. The speech was recorded so that the writer can replay it after the research. The participants were chosen from those who were conssidered better students for the sake of practicality in collecting the data. The writer analyzed 3 speeches spoken by three participants. To study interlanguage development of the poor students is quite difficult, because they produce the language without the knowlege of English. Therefore, there is no fixed system found when they produce English. Having collected the data and analyzed them, the writer found that interlanguage development is influenced by markedness. Markedness can be divided into marked and unmarked and it is one of the sources of difficulty. The students construct their own system of English based on the markedness they can identify. If they cannot see or listen to the markedness, they tend to make overgeneralization.
Abstract This article tries to view the standard of content and its application on KTSP. It is ai... more Abstract
This article tries to view the standard of content and its application on KTSP. It is aimed at
discussing whether the standard of content as well as the content offered on KTSP has met
requirements of an ideal curriculum. Therefore, the writer has reviewed some curriculum
theories and compared them with the content. Finally, she can draw some conclusions that 1) a
certain content is placed inappropriately under reading skill, 2) the proportion of skills is not
relevant to the students’ need at Junior High School, 3) some contents are repeatedly offered, and
finally, the focus on language, especially grammar and vocabulary is not clearly stated.
Therefore, it is suggested to the decision makers to revise some of the curriculum content, so
that, the curriculum can function as a guide for the teachers and serve the students’ need
Key words: standard, content, KTSP, curriculum,
Abstract This article discusses the new design of Grammar I syllabus, which is called integrated... more Abstract
This article discusses the new design of Grammar I syllabus, which is called integrated
syllabus. Commonly syllabus of Grammar is just focused on grammar itself but not integrated
with the real function of grammar. Learning Grammar without combining it with when and how
it is used in real context cannot help students much in developing their English skills. Therefore,
the teacher or lecturer needs to design a new syllabus by integrating some types of syllabus.
Considering the students’ need, the syllabuses that can be integrated in designing grammar
class are topical syllabus, skill based syllabus, task based syllabus, and structural syllabus.
Topical syllabus is providing the students with some information they need to be great teachers.
They need to understand the related texts and write what they can catch from the texts. The
classroom activities are created based on the tasks that the students should do in the class.
Finally, the students will be engaging in classroom activities to learn grammar.
This study investigated thematic intertextuality used by lecturers in communicating learning task... more This study investigated thematic intertextuality used by lecturers in communicating learning task to Minangkabaunese students. It answered the questions about the types and its semantic relation to the text in which the intertextuality was used. The research method is qualitative research with content analysis. Participants included 6 lecturers who taught at English Department of Teachers College called STKIP PGRI in West Sumatera, Indonesia. The data were collected by recording their classroom discourse during the learning task. Finally, the data were analyzed by using (Mayring, 2014, p. 28), namely by transcribing the text into qualitative content analysis, categorizing the intertextuality deductively after describing the semantic similarities between the text and another text within a discourse. Having analyzed the data, the researchers found ten types of intertextuality made by the lecturers when communicating learning tasks to Minangkabaunese students. The intertextuality includes indirect reference, example, quotation, repetition, allusion, illustration, retelling, parody, translation, and conclusion. In addition, all types of intertextuality have semantic relation, except indirect reference. Based on the findings, conclusions can be drawn that the selection of intertextuality depends much on the lecturer's prior knowledge, experience, and their habit in communication; some types of intertextuality are functional and some others are dysfunctional in making the students understand and interested in the tasks.
Abstract This research studied types of strategies of politeness, which were used by the lecture... more Abstract
This research studied types of strategies of politeness, which were used by the lecturers when they interacted with their students in learning process. Qualitative method with the techniques of recording was used to gather the data. Informants were the lecturers of English department who taught at odd semester 2013/2014 academic year. Sampling technique was purposive sampling. Instruments of the research were video and questionnaire. Data were analyzed through the some procedures, as providing the data and organizing them, exploring them by coding, using the code to gain a general description and deciding theme, presenting the findings, interpreting, and validating. Findings can be interpreted that the types of politeness used by the lecturers are categorized into two general kinds, positive and negative strategies. The positive strategies include making the students comforted, being consistent, being responsible, being industrious, being appreciative, and being aware. However, the negative strategies include being angry, being inconsistent, being irresponsible, being unaware, and being inappreciative. All kinds of positive strategies are suggested to be used when interacting with the students in learning process. Conversely, the negative strategies are suggested not to be used, with the exception, when the students break norms.
Key words: strategies, politeness, interacting, learning, university
SUKABINA
Abstract Makalah ini mendiskusikan bahasa guru sebagai cerminan dari kecerdasan hati mereka. Penu... more Abstract
Makalah ini mendiskusikan bahasa guru sebagai cerminan dari kecerdasan hati mereka.
Penulis mendeskripsikan kecerdasan hati serta kaitannya dengan bahasa yang digunakan. Untuk
itu penulis mencoba menjawab pertanyaan tentang bagaimana guru seharusnya menggunakan
bahasa dalam berkomunikasi dengan siswa dan bagaimana refleksi kecerdasan hati pada bahasa
yang digunakan. Berdasarkan pandangan dan ide para ahli dalam memahami Alquran dan hadits
Rasulullah, penulis menyimpulkan bahwa guru sebagai pendidik merupakan model bagi siswa
untuk pembentukan karakter mereka. Contoh dan teladan siswa dapatkan bukan melalui katakata
yang disampaikan guru dengan ceramah, tetapi melalui aplikasi dalam kehidupan guru.
Bagaimana mereka berbicara dengan siswa dan sesama mereka merupakan realitas yang mudah
dipahami dan diinternalisasi oleh siswa. Penulis juga menyimpulkan bahwa bahasa teladan
adalah bahasa guru yang digunakan dengan mengikuti aturan-aturan dalam Islam baik
berdasarkan Alquran dan hadits, dan tidak bertentangan dengan aturan tersebut. Selajutnya,
karena bahasa tersebut digunakan dalam interaksi sosial, maka tujuan menggunakannya adalah
dalam rangka menjaga hubungan baik antar manusia.
Abstract This research studied about speech acts uttered by the English lecturers at STKIP, who t... more Abstract
This research studied about speech acts uttered by the English lecturers at STKIP, who
taught at the fifth semester at 2012 academic year. The researcher wanted to answer the
questions about kinds of speech acts used by the lecturers, and which speech acts that
supported language teaching. The method of the research was ethnomethodology.
Instruments of the research were video and notebook. The number of participants was six
lecturers. Sampling techniques was purposive sampling and data were analyzed by
descriptive analysis. Based on the data analysis, finding can be sated as follows. Speech acts
uttered by the lecturers can be categorized into eight types. They are asserting, announcing,
informing, questioning, commenting, clarifying, praising, and commanding. Kinds of speech
acts which were uttered were influenced by the lecturers’ culture. The more interactive
lecturers produced more speech acts. Otherwise, the less interactive lecturers produced less
speech acts. Finally, speech acts are categorized based on its benefits to the teaching
improvement. Some speech acts are judged effective but some others are not effective
Key words: Speech acts, English, lecturers, teaching, learning
1. INTRODUCTION Task is the central activity the students should do in learning a subject. It can... more 1. INTRODUCTION Task is the central activity the students should do in learning a subject. It can be done inside or outside the class. The form can be oral or written which is done by the students individually or in group. Eventhough the lecturer has communicated the learning tasks since the first meeting of a semester, she must communicate the task every meeting before and during the process of the task is going on. The communication is proposed to remind the students of the task they have done as well as the guidance for them to do a current task. Therefore, the process should meet the requirements for gaining the purpose. In the process of delivering the task, the discourse used by the lecturer is a determinant aspect in making the students ignited to do the task. If it is interesting and clear, the students will enjoy the task and can do it as expected. In other words, the more influential the discourse the lecturer can use, the more motivated they will do the task. In the writer's observation to some situations of learning process at STKIP PGRI Sumatera Barat, she found that most students were not interested in doing the task. In addition, they could not do the task maximally since they did not understand the task. As the effect, doing the task was not useful to make them acquire the subject. Due to the fact that the students could not do the task, the writer was encouraged to do a research about the discourse in social interaction, especially in classroom interaction. Since the task is communicated by the lecturer in classroom social interaction, to make the students understand the discourse, the lecturer needs to study some topics which are relevant to the discourse. Barton and Hamilton state that the concept of the literacy event provides a startingpoint for analyzing interaction. Meanwhile, the concept of literacy practice provides a way of relating these to broader cultural and structural formations (xxvii). This paper was focused only on literacy events used by lecturers in communicating learning tasks. In addition, she also studied domination of power in the discourse which might influence their enchantment in doing the task. The power relation carried out through the discourse is believed very urgent to the students' self